Methods for Teaching Science as Inquiry introduces prospective and experienced teachers to the science content and teaching strategies necessary to teach science in contemporary ways. Traditional learning focuses on learning about things. The teacher dispenses the information and the student receives it. The inquiry approach emphasizes how we learn things rather than just what we know. Instead of just memorizing facts, students are actively involved in learning. Learning becomes fun when students are fascinated by something and it reflects their interests, goals, and experiences. The primary focus of this book is on the 5-E Model (Engaging, Exploring, Explaining, Elaborating, and Evaluating,) a Learning Cycle Model that reflects the NSES Science as Inquiry Standards. The inclusion of these standards will provide all readers a useful framework for making instructional decisions. Classroom scenarios throughout the book illustrate strategies of inquiry instruction and introduce readers to important science concepts. The scenarios also provide opportunities for readers to develop more science knowledge themselves.For the instructor whose sole focus is methods, the ten chapters of this core text scaffold concepts and illustrate instructional models to help readers understand the inquiry approach to teaching.
Accountable Inquiry
Inquiry-based teaching is central to the National science Education Standards (NSES) and Benchmarks for Scientific Literacy, and research has proven that an inquiry approach to science teaching motivates and engates every type of student. Methods for Teaching Science as Inquiry provides a clear, easy-to-follow approach to inquiry, using the 5-E Learning Cycle model of instruction (Engage, Explore, Explain, Elaborate, Evaluate). This book is derived from Teaching Science as Inquiry, which has become the leanding book on the market!
New to this edition:
- Chapter 6, Assessing Science Learning, includes a new section on Science Standards and Statewide Tests which helps teachers understand the relationship between standardized test items and the conceptual knowledge and inquiry skills students need to learn. (See pages 176-181)
- Updated, research-based coverage on meeting the needs of English Language Learners and strategies for reaching diverse learners helps prepare teacher for the realities of today's classrooms. (See pages 267-271)
- Margin notes link readers to activities that model standards-based inquiry and developmentally appropriate science content. (See page 5 and 15)
Praise for Teaching Science as Inquiry:
"This book is easily the best available. It gives the clearest description of the curriculum models, and the chapter on questioning is splendid...I have used it with undergraduates, graduates, beginning methods, advanced methods, television classes, and on campus classes. It has been a valuable resource for me and my students."
WENDY FRAZIER, George Mason University
"...this is an execellent text and one that I would use in teaching pre-service teacher of elementary and middle-level science."
JIM ELLIS, The University of Kansas
"...[the] content of the textbook is very informative and well organized with tables and charts. [Teaching as Inquiry] has many strengths."
SENAY YASAR, Arizona State University
